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1
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Działalność Sekcji Szkolnictwa Specjalnego Związku Nauczycielstwa Polskiego na rzecz kształcenia specjalnego w pierwszym dziesięcioleciu po II wojnie światowej

100%
Kulbaka J.
Biuletyn Historii Wychowania
|
2005
|
issue 21/22
58-74
EN
.
2
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Wyzwania stojące przed początkującymi nauczycielami nauczania specjalnego przygotowującymi zindywidualizowane programy edukacyjne dla uczniów ze specjalnymi potrzebam

82%
Bar N.
Studia Edukacyjne
|
2019
|
issue 55
283-297
EN
The individualized education program (IEP) constitutes a main component in the formation and adjustmentof special education services, the supports, and the teaching for special needs students. It is based on the recognition of the differences among special needs students and the need to provide an answer to this diversity. This article presents findings of a longitudinal qualitative study, conducted among thirty special education novice teachers (SENTs) in Israel. The study examined the perceptions of the SENTs on the continuum of the induction year, regarding the obligation, anchored in the Special Education Law (1988), to build IEPs to their special needs students – already in their first steps of their entry into teaching, and the support they received for coping with this challenge.
3
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Inclusive schools: Are teachers adequately prepared for inclusion?

82%
Divon D.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
|
2020
|
issue 30
PL
This article will discuss one of the main topics on the educational and social agendas in Israel. Integrating children and adults with special needs into schools and the community is a worldwide issue. Many researchers have tried to find and evaluate the most effective integration methods, to assist people with special needs and enable them high quality of life and equality. In this article, we will look at the process of integrating students with special needs and the transition that took place during the last few decades regarding the idea of “inclusion”, which is now a top priority for the Ministry of Education’s directors. Based on recent studies, we will examine whether school teaching staff and student teachers are ready to implement inclusive programs in schools as required. We will then propose ways to optimize the training of the educational staff, towards the implementation of the inclusive programs.
4
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The ‘parents’ choice’: the recent perceptual changes in special education law in israel and its implementation in the field

82%
Bar N., Kanj-Sirhan B.
Interdyscyplinarne Konteksty Pedagogiki Specjalnej
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2019
|
issue 26
PL
The Israeli educational system is dealing intensively for the last two decades in the assimilation of the inclusion approach of student with special needs (SwSN) in general education. The first part of the article presents the historical development of special education in Israel as a background to the presentation of the new amendment of Special Education Law – Amendment 11 (2018). The current stage of the Eleventh Amendment implementation aims to ensure the inclusion of SwSN in the general education by an allocation of budget for his needs according to a standard assessment of his functioning level, in addition to his disability. The SwSN parents’ will decide about their child placement according to the model of “The Parents’ Choice”, and the student’s budget will be transferred to the chosen educational framework according to the “Funding Follows the Child” principle. The second part of the article presents a case study of special education school in Israel for students with intellectual developmental disabilities that gradually assimilate the spirit of the law amendment from both aspects – standard assessment of the students functioning and parental partnership, as part of professional work processes carried out at school in Activities of Daily Living (ADL) field.
5
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Motivation to commence studies in special education in the opinion of students of The Pedagogical University of Cracow

60%
Gagat-Matuła A., Malik N.
Rocznik Komisji Nauk Pedagogicznych
|
2018
|
issue LXXI
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